LESSON 2 TEACHER’S GUIDE Sharing a Dream by Joanne Mattern Fountas-Pinnell Level O Biography Selection Summary Coretta Scott King (1927–2006), wife of Dr. Martin Luther King, Jr., was an infl uential leader and speaker in her own right. This biography focuses on her youth, her years working and marching alongside Dr. King, and her continuance of their fi ght for equal rights and justice Number of Words: 913 after his death. Characteristics of the Text Genre • Biography Text Structure • Third-person narrative in seven sections • First chapter set in 1963 at time of “I Have a Dream” speech, followed by six chapters in chronological order covering the full span of Coretta Scott King’s life Content • Dr. Martin Luther King, Jr.; “the Speech”; life and achievements of Coretta Scott King • Rosa Parks’ protest and arrest • Nobel Peace Prize; Martin Luther King, Jr., Center for Nonviolent Social Change Themes and Ideas • The fi ght for equal rights is a fi ght for justice. • The fi ght for justice requires courage and sometimes sacrifi ce. • Dr. King’s dream was that all people would be treated the same. Language and • Language neutral, somewhat formal to convey facts Literary Features • Some fi gurative language, such as captured the hearts and minds of people Sentence Complexity • Straightforward, fact-based narration, with no quotations • Mix of simple, compound, and complex sentences Vocabulary • Place names, such as Boston; Montgomery, Alabama; India • Social studies terms: segregation, civil rights movement • Names of modern political fi gures: Mahatma Gandhi Words • Some multisyllable words: encounters, injustice Illustrations • Historic photographs with captions Book and Print Features • Thirteen pages of text, most illustrated with photographs © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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4_305127_BL_LRTG_L02_SharingADream.indd 1 11/4/09 11:07:09 PM Sharing a Dream by Joanne Mattern Build Background Help students use their knowledge about civil rights to visualize the text. Build interest by asking questions such as the following: What do you know about Dr. Matrtin Luther King, Jr.? Why was he such an important person? Read the title and author and talk about the cover photograph. Tell students that this is a biography of Coretta Scott King, who was Dr. King’s wife.

Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Have students look at the photograph and read the chapter title and caption. Suggested language: Although Coretta Scott King was born in 1927, the fi rst chapter begins in 1963 at the time of the famous “I Have a Dream” speech by Dr. Martin Luther King, Jr. The text says the speech captured peoples’ hearts and minds. In what ways did the speech capture the hearts of people? Why do you think the author began the book with this subject? Page 6: Direct students to the highlighted word segregation. The text says Coretta cared for her growing family but also marched alongside Dr. King in support of their shared ideas. Ask: Why did they march against segregation? Page 8: The text says in 1959 Dr. King and Coretta traveled to honor the Indian leader Mahatma Gandhi who also believed in peace. Help students as necessary with the pronunciation of Mahatma Gandhi’s name (“Ma-HOT-ma Gone-dee”). Pages 11: Have students look at the photograph and read the caption. Explain that the King Center is a place where people today continue to work for freedom and justice. Now go back to the beginning of the biography and read to fi nd out more about Coretta Scott King’s remarkable achievements.

Target Vocabulary

captured – to be caught while example – how to do something numerous – many trying to get away, p. 2 injustice – something that is preferred – liked better than dream – something you want to unfair, p. 3 something else, p.6 happen very much, p. 2 nourishing – giving people what recall – to remember encounters – meetings with they need to live segregation – a system that kept people African Americans and white Americans apart, p. 6

Grade 4 2 Lesson 2: Sharing a Dream © Houghton Mifflin Harcourt Publishing Company

44_305127_BL_LRTG_L02_SharingADream.indd_305127_BL_LRTG_L02_SharingADream.indd 2 77/28/09/28/09 33:47:54:47:54 PPMM Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Monitor/Clarify Strategy , and to use text clues as they read. Have them share details as they read that help them understand the dream shared by Martin Luther King, Jr., and Coretta Scott King.

Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the biography. Suggested language: What do you admire most about Coretta Scott King? Based on the text, do you think she would have been a good friend? A good teacher? A good president? Why or why not?

Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Coretta Scott King was the wife • After Dr. King’s death, Coretta • The book’s organization centers of Dr. Martin Luther King, Jr. was courageous to continue their on its title: It begins with the fi ght because she was in danger, Dream speech, continues with • Coretta worked and marched as Dr. King had been. Dr. King and Coretta sharing alongside Dr. King in his fi ght for the dream, and concludes with equal rights. • Coretta Scott King showed Coretta’s continuation of the leadership by leading civil rights • Coretta became an infl uential dream. marches and by giving speeches, leader and speaker in the fi ght writing books, and speaking to • Historic photographs supply for equal rights. world leaders about equal rights. details about the events and the time period.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support • Fluency Invite students to choose a passage from the text to demonstrate phrased fl uent reading. Ask them to fi rst read the passage to themselves or to a partner to make sure they know how to pronounce any names or terms they don’t ordinarily use. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. • Phonics/Word Work Tell students that the words civil (as in civil rights) and civic (as in civic groups) are related. They both come from the Latin word civis, meaning “citizen.” Challenge them to think of other words in the same family (civilization, civilian, civics).

Grade 4 3 Lesson 2: Sharing a Dream © Houghton Mifflin Harcourt Publishing Company

4_305127_BL_LRTG_L02_SharingADream.indd 3 12/17/09 11:50:23 AM Writing about Reading

Critical Thinking Have students complete the Critical Thinking questions on BLM 2.7.

Responding Have students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension Skill Author’s Purpose Remind students that authors have a general purpose for writing, such as to inform, persuade, or entertain. They have specifi c purposes as well. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud The text tells how Coretta used her music to help Dr. King’s work and how she also gave speeches. You can add those two details to the chart. Both details support and help you to understand the author’s purpose.

Practice the Skill Encourage students to share examples of other stories in which the author’s purpose was to show courageous woman leaders who fought for justice.

Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts • In the fi rst paragraph on page 3, what does the word injustice mean? • One idea present in this selection is that

______. • How will the work begun by Martin Luther King, Jr., and Coretta Scott King be continued in the future?

Grade 4 4 Lesson 2: Sharing a Dream © Houghton Mifflin Harcourt Publishing Company

4_305127_BL_LRTG_L02_SharingADream.indd 4 11/4/09 11:07:33 PM English Language Development

Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that Coretta Scott King became an infl uential leader and speaker in the fi ght for equal rights.

Cultural Support Help students locate the following places on a map and connect them with an event in the biography: Washington, D.C. (page 2); Montgomery, Alabama (page 5); Africa; Mexico; India (page 8); Memphis, Tennessee (page 10); and Atlanta, Georgia (page 12).

Oral Language Development Check student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who was Coretta’s Speaker 1: After college, why did Coretta Speaker 1: After Dr. King’s death, husband? go to Boston to study music instead of how did Coretta Scott King becoming a teacher? become an infl uential leader and Speaker 2: Dr. Martin Luther King, Jr. speaker in her own right as she Speaker 2: She was not allowed to teach Speaker 1: What was the dream of Dr. continued their fi ght for equality because she was African American. King and Coretta? and justice? Speaker 1: What did Coretta do to help Speaker 2: equal rights Speaker 2: Coretta led civil rights Dr. King fi ght injustice? marches, gave speeches, and Speaker 1: What did Coretta fi ght for? Speaker 2: Coretta sang in Freedom wrote books. She also built the Speaker 2: equal rights and justice Concerts, marched with her husband, King Center and fought against and gave speeches. apartheid in South Arica.

Lesson 2 BLACKLINE MASTER 2.7 Name Date

Sharing A Dream Critical Thinking Critical Thinking

Read and answer the questions. Possible responses shown.

1. Think within the text How did Coretta use her music to help Martin? She helped organize and performed in a series of Freedom Concerts to tell people about equal rights. 2. Think within the text How does the Martin Luther King, Jr., Center further Coretta Scott King’s work against social injustice? People learn about nonviolent change there through performances, speeches, exhibits, and books. 3. Think beyond the text What is the author’s attitude toward Coretta Scott King? How can you tell? The author admires her. You can tell because this biographical selection only includes positive information about her. The author also states that Coretta Scott King helped make the world a better place. 4. Think about the text Why do you think the author used headers for the different sections in this selection? They help organize the events in the text in the proper sequence. They also tell the main idea of each section.

Making Connections Coretta and Martin shared a dream and inspired each other. Who are the other leaders who may have been inspired by and shared the Kings’ dream or one like it?

Write your answer in your Reader’s Notebook.

Critical Thinking 9 Grade 4, Unit 1: Reaching Out © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

09_4_246253RTXEAN_L02_FR.indd 9 3/22/09 9:50:08 PM Grade 4 5 Lesson 2: Sharing a Dream © Houghton Mifflin Harcourt Publishing Company

44_305127_BL_LRTG_L02_SharingADream.indd_305127_BL_LRTG_L02_SharingADream.indd 5 77/28/09/28/09 33:47:56:47:56 PPMM Name Date Sharing the Dream

Thinking Beyond the Text Think about the questions below. Then write your answer in two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

Coretta Scott King’s own life was not easy. What were some of the important events in her life? Do you think the difficulties she faced helped her become a great leader? Why or why not?

Grade 4 6 Lesson 2: Sharing a Dream © Houghton Mifflin Harcourt Publishing Company

44_305127_BL_LRTG_L02_SharingADream.indd_305127_BL_LRTG_L02_SharingADream.indd 6 77/28/09/28/09 33:47:58:47:58 PPMM Lesson 2 BLACKLINE MASTER 2.7 Name Date

Sharing A Dream Critical Thinking Critical Thinking

Read and answer the questions.

1. Think within the text How did Coretta use her music to help Martin?

2. Think within the text How does the Martin Luther King, Jr., Center further Coretta Scott King’s work against social injustice?

3. Think beyond the text What is the author’s attitude toward Coretta Scott King? How can you tell?

4. Think about the text Why do you think the author used headers for the different sections in this selection?

Making Connections Coretta and Martin shared a dream and inspired each other. Who are the other leaders who may have been inspired by and shared the Kings’ dream or one like it?

Write your answer in your Reader’s Notebook.

Grade 4 7 Lesson 2: Sharing a Dream © Houghton Mifflin Harcourt Publishing Company

44_305127_BL_LRTG_L02_SharingADream.indd_305127_BL_LRTG_L02_SharingADream.indd 7 77/28/09/28/09 33:47:59:47:59 PPMM 44_305127_BL_LRTG_L02_SharingADream.indd 8 _ 3 0 5 1 2 7 _ B Sharing aDream• Student L _ 5 4 L R Grade 4 Grade © Houghton Publishing Harcourt Mifflin Company T aeSlcinTx rosSelf-Corrections Errors SelectionText page G _ Read wordcorrectly Omission sentence, orphrase Repeated word, L 0 2 _ S h eairCd Error Code Behavior a r i n Comments: became theministerofachurch inMontgomery, Alabama. After Corettaandherhusbandfinishedschool,Dr. King studying too.Theyfellinloveandgotmarried1953. Coretta metMartinLutherKing,Jr., inBostonwherehewas music school. Coretta wenttoBostonstudyvoiceandviolinatafamous use hermusicaltalentstobecomeasingerinstead.In1951, to teachbecauseshewasAfricanAmerican.Shedecided went tocollegebeateacher. However, shewasnotallowed Coretta wasbornin1927.Shehadstrongfamilysupportand g A D r e a m . i n d d

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